Tag Archives: dual

Sheena’s Movement Journal – Group Teach Reflection

Lesson: Individual and Dual Activities

What worked well in your lesson? What specifically did you contribute?

Our team was quite flexible with the activities that we chose: we were all willing to compromise a little bit. This made planning the lesson very easy. We worked together on all parts of the lesson plan and worked independently to plan our own sections. During the lesson, we supported each other by adjusting the music and giving cues for time. Overall, I think we worked well as a team. Regarding the actual lesson, everything basically went exactly as planned. Our class was really enthusiastic and I saw many people get really into the lesson.

What did you notice about your planning and teaching? How are they connected?

Considering adaptations of the lesson was quite valuable because we actually talked about them, and this helped others feel more comfortable with the activities.

What changes needed to be made and why?

We needed to create a worksheet last minute so that the students could record their heart rates. This was a really good revision because it kept students organized.

What did you notice about the learners’ response to your lesson in the classroom? How did they respond (affective, cognitive, physical)? How did that impact your teaching and flow of your lesson?

The class was quite keen and looked really happy to be dancing. They were also able to execute the movements in a coordinated way. These responses made me excited to teach. I also noticed that the movement was neither too complex nor too simple to follow. If I were to teach a similar lesson again with the same class, I would plan with that in mind. The part of the lesson that was most cognitively taxing was the calculation of their heart rates. Since they were all able to multiply, we did not have to spend much time on this. If I had done this with my practicum grade five class, they would not have been able to do this. In that case, we would take our pulse in class for fifteen seconds and then calculate our heart rate in math class.

What, if any, would you have done differently?

I would have incorporated more assessment into the lesson. For instance, between the songs, I could have asked the class how they were feeling. Additionally, it would be a good idea to record the lesson so that we could assess the students according to the rubric we created. I was so focused on remembering my choreography that I was not able to assess every student.

Week 8, Movement Journal

This week was dual and individual activities in P.E. taught by Devon, Michelle, Megan and Jen. When everyone was out at the track, and the group told us we were going to be sprinting, the whole class groaned simultaneously. Everyone seemed to have a negative view on running and sprinting before entering the class, and by the end of the class I know I had changed my views. I felt that through this lesson, I felt more able and comfortable with teaching sprinting and running. Their instant activity was engaging and not only was a warm up physically but also brain activation, connecting the brain and the body. I have played this before with other animals, and can be changed to animals or topics which the class could be studying to make it more cross-curricular. Another great thing about this lesson was that it was very inclusive. All students were included at all times. When we were doing the activity on the track, we were either working on marching in proper form in a walking speed, or we were sprinting towards the next group working on your form at a quicker pace. This was also set up in a way that the whole class was working together rather than on teams. There were no winners or losers. Although there were no winners and losers, we were able to work on our own to improve on our own sprinting abilities.

Great lesson group!